Step 1: You will select a literacy topic or literary topics of your choosing (considering your diverse talents and ways of learning you may want to focus on one specific literacy issue, or you may just want to read various empirical articles of interest to you that relate to literacy issues, in general). You may use the indexes and bibliographies of your two course texts, or other literacy texts and their indexes to find topics and/or empirical articles of your own choosing.

 

Step 2: You will select a minimum (you can choose more if you would like, the first five will be graded) of five articles that report empirical evidence. This means the article must report on research that includes (at least) a literature review section (and sometimes a theoretical background section), a methodology section (quantitative, qualitative, mixed methods; survey(s), interview(s), observation(s); etc.), participants (or if you are reading a lengthy type of literature review, the empirical articles used within the literature review would count as the “participants”) (N=1 or more), and results or findings.

 

For this annotated bibliography you cannot use reports or articles found on general internet websites (unless you can access the particular article to an approved journal title). The focus for this particular annotated bibliography is for you to experience reading academic, peer-refereed journal articles (i.e., that have been blind reviewed by academic professionals). You will need to utilize research journals that appear on the Annotated Bibliography-Journal List  (if you want to use an article from a journal that is not on the list, please send your article and journal information to your professor or academic associate for approval).

 

You may begin your search for empirical articles in academic journals focused on second language learning and teaching such as TESOL Quarterly, Modern Language Journal, Studies in Second Language Acquisition, Language Testing, Applied Linguistics (Oxford), System (Elsevier), Language Teaching Research, and Foreign Language Annals, among others. Here are some articles that serve as examples that provide empirical evidence and have been blindly peer reviewed (and you may include them in your selection of five articles if you wish):

 

Carhill, A., Suarez-Orozco, C., Paez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45(4), 1155-1179.

DiCerbo, P.A., Anstrom, K.A., Baker, L.L, & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84, 446-482. DOI: 10.3102/0034654314532695

Gu, L. (2015). Language ability of young English language learners: Definition, configuration, and implications. Language Testing, 32, 21-38. DOI: 10.1177/0265532214542670

Kleinsasser, R. C., & Liu, M. H. (2013). Context perspectives in a Taiwan junior high school. Teaching and Teacher Education: An International Journal of Research and Studies, 34, 143-153.

Liu, M. H., & Kleinsasser, R. C. (2015). Exploring EFL Teachers’ CALL Knowledge and Competencies: Inservice Program Perspectives. Language Learning & Technology, 19(1), 119-138. [Special Issue “Teacher Education and CALL”]

Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classroom. American Educational Research Journal, 51, 879-912. DOI: 10.3102/0002831214545110

Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495-522